Assessment questions for multiplication and division understanding:

3) Multiplication
a. Use 5 3 = 15
- Show student three groups on paper
- Ask student to place five counters in each group
- Explain that there are now three groups with five counters in each
- Ask student how many counters altogether
- Ask student to explain how they worked it out
Observations

Yes = O No = /

Comments

Student can use

multiplication in head
Student needs to
count items
Student can explain
their multiplication
strategy

b. Use 5 6 = 30
- Show student array model on paper
- Cover a portion of model
- Ask student how many circles there would be altogether
- Ask student to explain how they worked it out
Observations
Student can use
multiplication in head
Student needs to
count items
Student can explain
their multiplication
strategy

Yes = O No = /

Comments

c. Visual questions
- 23=
- 54=
- 36=
- 10 5 =
- 55=

Student thinking how did they work it out?

d. Verbal questions
- 24=
- 26=
- 33=
- 57=
- 10 7 =

Student thinking how did they work it out?

e. Word question
- Ask student to listen to the following question and then give an
-

answer and explain their thinking

In the garden, I found three plants that each had four flowers on

them. How many flowers do I have altogether?

Answer, student thinking, and approximate time to answer:

4) Division
a. Use 12 3 = 4
i. Use the paper with three boxes on it
ii. Count out 12 counters with the student
iii. Ask student how many counters they think will go in each box
iv. If answer, ask how they figured that out
v. Ask students to share out counters into each box
vi. Ask student how many counters in each box
Observations

Yes = O No = /

Comments

Student can predict

division
Student needs to
count items one by
one to divide equally
Student can explain
their division strategy

b. Use 15 3 = 5
i. Show student you have 15 counters and want to put five counters in
each box
ii. Ask student to predict how many boxes will get counters
iii. Ask student to explain their thinking
iv. Ask student to share out the fifteen counters into groups of five to see
how many boxes will get counters
v. Ask student how many counters each box gets
Observations
Student can predict
division
Student needs to
count items one by
one to divide equally
Student can explain
their division strategy

Yes = O No = /

Comments

c. Visual questions
i. 6 2 =
ii. 9 3 =
iii. 10 2 =
iv. 20 5 =
v. 5 5 =

Student thinking how did they work it out?

d. Verbal questions
i. 5 5 =
ii. 6 2 =
iii. 12 3 =
iv. 20 5 =
v. 18 2 =

Student thinking how did they work it out?

e. Word question
i. Ask student to listen to the following question and then give an answer
and explain their thinking
ii. I have 18 dog biscuits to share between 3 dogs. How many biscuits
do you think each dog will get?
iii. Answer, student thinking, and approximate time to answer: